Opinions of teachers in one primary school about inclusion implementations

The purpose of the present study was to determine the opinions of teachers in one primary school about inclusion implementations. Data of the study were collected with 17 volunteer teachers via semi-structured interviews and for this, appropriate questions were prepared and used. During the interviews, interview guide, a contract, individual information form, voice recorder, and the question form was used. The interviews were lasted between five to 21 minutes. After conducting the interviews, data were analyzed descriptively. Via the analysis, results were transferred to frequencies. The results of the study revealed that participant teachers had information about education of students with special needs but still there is need to update this knowledge via practical in-service trainings. Legal processes are seem to be positive and sufficient in general but there is problem with the application of the legal processes. It is also thought that in order to overcome the problems related with application of the legal processes, the organizations responsible with controlling and guide should be related with the main subject. Problems related with education of students with special needs are mostly; student numbers in the classes are not organized depending on the student with special needs, problems related with educational assessment, diagnosis and placement, not providing sufficient knowledge to people who are in the process, parents who do not accept their children's special need, typically developing children's not accepting their peers with special needs. These formed that, teaches have general data about Individualized Education Programme (IEP), due operation done with implementation in IEP process, due support supplied from guidance service and school management. In generally occurde that poisitve atmosphere about students needed special education due operation occured in opportunity. Support education room is active and functional, school management and guidance service responsive, that give an impressin on subject. Results of the study emerged some suggestions: decreasing the number of students in the inclusion classes, making physical, instructional and behavioral adaptations, correcting educational assessment, placement, and diagnosis processes, providing information to the people in the inclusion process, increasing the number of support rooms in the schools are some of the suggestions which are thought to maket he inclusion implementations better. Besides, conducting research studies for making typically developing peers and their parents display more positive attitudes and behavior towards children with special needs can be suggested. Different inclusion implementations in different schools might be examined and successfull implementations should be determined and extended quantitive evaluation can be conducted with larger participants. Key Words: Legislation in special education, individualized education program, inclusion, teacher opinion, qualitative research.